EARLY CHILDHOOD PROFESSIONAL DEVELOPMENT AND …

1 EARLY CHILDHOOD PROFESSIONAL . DEVELOPMENT AND classroom . QUALITY IN PRESCHOOL. CLASSROOMS. By PAMELA S. LAFERNEY. Bachelor of Social Work Northeastern State University Tahlequah, Oklahoma 1983. Submitted to the Faculty of the Graduate College of the Oklahoma State University in partial fulfillment of the requirements for the Degree of MASTER of SCIENCE. May, 2006. EARLY CHILDHOOD PROFESSIONAL . DEVELOPMENT AND classroom . QUALITY IN PRESCHOOL. CLASSROOMS. Thesis Approved: Dr. Deborah Norris Thesis Adviser Dr. Mona Lane Dr. Barbara Sorrels A. Gordon Emslie Dean of the Graduate College ii ACKNOWLEDGMENTS. I wish to express my sincere appreciation to my major adviser, Dr. Deborah Norris, for her continuing support, encouragement, and superior guidance in this project. My sincere appreciation extends to my other committee members, Dr.

2 Mona Lane and Dr. Barbara Sorrels, who provided guidance and support. I would like to thank the Oklahoma Department of Human Services, Division of Child Care, who made this opportunity possible through their EARLY CHILDHOOD Education graduate scholarship program implemented in 2001. The implementation of this program reflects their ongoing commitment to the care and protection of children. It is also a reflection of the high quality staff PROFESSIONAL DEVELOPMENT program of this division. I would like to give my special appreciation to my husband, Kenny, for his continued support and understanding throughout this process. iii TABLE OF CONTENTS. Chapter Page I. INTRODUCTION .. 1. Importance of the Study .. 1. Components of PROFESSIONAL DEVELOPMENT .. 2. Purpose of the Study 3. Definitions 3. II. REVIEW OF LITERATURE.

3 6. Regulatory Climate .. 6. Nature of the EARLY CHILDHOOD Workforce .. 9. Amount of Education and PROFESSIONAL DEVELOPMENT 10. Content of Education and PROFESSIONAL DEVELOPMENT 13. III. METHODOLOGY . 15. Sample . 15. Procedures . 16. Instruments .. 16. IV. FINDINGS .. 19. Characteristics of PROFESSIONAL DEVELOPMENT .. 19. classroom Quality .. 21. Associations Between PROFESSIONAL DEVELOPMENT and classroom Quality .. 21. V. CONCLUSION .. 23. Discussion 23. Implications .. 25. Future Research .. 26. iv Summary .. 27. REFERENCES .. 41. APPENDIX 43. v LIST OF TABLES. Table Page 1. PROFESSIONAL DEVELOPMENT Requirements for Teachers (by State) . 28. 2. PROFESSIONAL DEVELOPMENT Requirements for Master Teachers (by State). 29. 3. Criteria for Workshops and Systematic Workshops .. 30. 4. Criteria for Credential.

4 31. 5. Criteria for Infrastructure 32. 6. Specialized Education Participation 33. 7. Workshop Participation .. 34. 8. Systematic Workshop Participation 35. 9. Credential Participation .. 36. 10. Infrastructure Participation .. 37. 11. Intercorrelations for PROFESSIONAL DEVELOPMENT Variables . 38. 12. Regression Analysis for PROFESSIONAL DEVELOPMENT Variables Predicting classroom Quality .. 39. 13. Specialized Education and classroom Quality .. 40. vi CHAPTER 1. INTRODUCTION. The importance of training and PROFESSIONAL DEVELOPMENT for EARLY CHILDHOOD staff is widely known and accepted by those in the EARLY CHILDHOOD profession. For programs serving children and families, knowledge of the features of the EARLY care and education workforce and the PROFESSIONAL DEVELOPMENT experiences that contribute to their skills is vital (Martinez-Beck & Zaslow, 2006).

5 Staff DEVELOPMENT provides the catalyst for PROFESSIONAL growth, staying current in best practices, and overall improvement in a program (Moore, 2000). Proper staff DEVELOPMENT is an essential and daily part of working with children and families and it must be viewed as an ongoing process. It is about change and renewal and it is a necessary instrument used to strengthen interactions with children and families, improve work experience, enhance the quality of programs, and attain local, state and accreditation goals (Moore). Saluja, EARLY , and Clifford (2002) estimate there are 284,277 teachers of three and four year olds in the United States with varying educational backgrounds. Less than 1 %. of teachers report no training in EARLY CHILDHOOD (Saluja, et al.). EARLY CHILDHOOD programs that receive state and federal moneys are stressing the importance of PROFESSIONAL DEVELOPMENT of the EARLY care and education workforce and recognizing that children's EARLY experiences with those who provide care for them are crucial to their EARLY DEVELOPMENT and their readiness for school (Martinez-Beck & Zaslow, 2006).

6 The 1. emphasis on PROFESSIONAL DEVELOPMENT has resulted in many programs and initiatives with goals to increase the training level of EARLY CHILDHOOD staff. PROFESSIONAL DEVELOPMENT is an important component of many states' child care licensing programs. Studies show that PROFESSIONAL DEVELOPMENT is related to classroom quality, classroom interactions, and beliefs about and use of developmentally appropriate practice (Cassidy, Buell, Pugh- Hoese, & Russell, 1995; Fleet & Patterson, 2001; Rhodes & Hennessy, 2000; Snider &. Fu, 1990). The need for EARLY CHILDHOOD teachers with specialized training is documented in the literature (Snider & Fu, 1990). In Critical Issues in EARLY CHILDHOOD PROFESSIONAL DEVELOPMENT , the authors Maxwell, Feild, and Clifford conclude that there are no common definitions of PROFESSIONAL DEVELOPMENT terms (Maxwell, et al.)

7 , 2006). They do, however, identify three components of PROFESSIONAL DEVELOPMENT : education, training and credential (Maxwell, et al.). Education is defined as the PROFESSIONAL DEVELOPMENT activities that occur within a formal education system and most measures address two aspects (Maxwell, et al.). These aspects are overall level of education and content specific education which includes both academic major and coursework (Maxwell, et al.). The authors define training as the PROFESSIONAL DEVELOPMENT activities that occur outside the formal education system that do not lead to a degree and may sometimes be referred to as in-service or informal training (Maxwell, et al.). The third component, credential, does not clearly fall into either of the above two categories because the organizations that grant credentials are typically not the same ones that provide the requisite knowledge (Maxwell, et al.

8 2. The purpose of this study was to examine the association between different types of EARLY CHILDHOOD PROFESSIONAL DEVELOPMENT and child care quality in preschool classrooms. Definitions Center for EARLY CHILDHOOD PROFESSIONAL DEVELOPMENT (CECPD): An agency providing statewide services to support those who work in licensed child care settings in Oklahoma to achieve PROFESSIONAL growth. It was created using federal child DEVELOPMENT Block grant funds and reflects Oklahoma's commitment to quality child care. Child DEVELOPMENT Associate Credential (CDA): A national credential awarded to an individual who has successfully completed a CDA assessment by demonstrating competence in 13 functional areas. Directors Advanced Training (DAT): Training for child care directors that focuses on time management , advocacy for children, and child DEVELOPMENT .

9 It is provided by the Oklahoma State Child Care Association. Department of Human Services (DHS): A social service agency providing statewide services to Oklahoma citizens. Entry Level Child Care Training (ELCCT): An introductory child care training course providing 20 clock hours of training to new child care professionals. It is available through CECPD and provides the knowledge needed to provide quality care for young children. The coursework stresses the importance of the caregiver and child care work. Infrastructure: Support systems that provide services and facilities that support 3. the EARLY CHILDHOOD workforce. It includes such EARLY CHILDHOOD initiatives as CECPD. scholarships, Scholars for Excellence in Child Care Coordinators, DHS training vouchers, REWARD, and TEACH. National Administrators Credential (NAC): Director training that focuses on developing and maintaining organization within programs, creating a program mission, goals, and objectives, marketing your program, and effectively managing staff.

10 It is provided by the Oklahoma Child Care Association. REWARD Wage Supplement Program (REWARD): A statewide program that provides education-based salary supplements to teachers, directors, and family child care providers who work with young children in child care settings. It is designed to reward commitment to the field in hopes of providing children with more stable relationships and better educated teachers. Scholars for Excellence in Child Care Coordinators: Coordinators at each of the Oklahoma two-year colleges that recruit, support, and mentor child care providers returning to school to further their education in EARLY CHILDHOOD . Providers can earn a credential, certificate, or an associate degree in EARLY CHILDHOOD education. Systematic Workshops: EARLY CHILDHOOD workshops that are part of a system and have a specific purpose and organizing frame.